SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Yuille Park Community College is looking for our next administration champion to join our established team. This role will be our main front-of-house reception position, and will work closely with other admin team members and the Business Manager. As you will often be the first interaction with current and future students, families, staff, community organisations and support agencies, you will have a cheerful and helpful mindset, a can-do attitude, and a willingness to support our whole school community, from Kinder through to Year 12, across both of our campuses. You will be capable of multi-tasking and prioritising your workload, as school offices can be busy places. You will be willing to undertake professional development at a role specific level, and also at a whole school culture level. You may or may not have had previous experience in a school office environment. If not you will be prepared to learn on the job and will be supported by our existing team members. CASES21 experience is preferred, but not essential.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
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Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
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Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
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Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
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Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records (CASES21 Admin tasks, enrolments, exits, data transfers, medical records, Yr6-7 transition processes, Census, etc. XUNO and Accelerus tasks)
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Maintain and update office records, enrolment data, diary records, and basic written records
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Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
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Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
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Coordinate the delivery of administrative services within the school
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In consultation with the principal and business manager, determine and manage work priorities within the school office
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Develop and implement strategies to ensure effective administration procedures
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Coordinate the implementation of requisitioning, purchasing and issuing procedures
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Manage client reception and office operations
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Liaise with school staff in regard to support requirements
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Coordinate staff timetabling
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Undertakes VASS and/or VET administration support
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Supports the first aid facilities and assists in delivering first aid to students
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Other tasks as required by the principal and business manager.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Yuille Park Community College is a multi-campus school providing an engaging curriculum with evidence-based approaches to learning.
Our school values are Belonging, Effort, Empathy and Respect.
Students work in learning communities in multiage groups building relationships and participating in a range of programs designed to provide collaborative learning opportunities.
Yuille Park Community College provides a rich and nurturing learning environment that engages students to develop Lifelong Learning skills in an atmosphere of cooperation, challenge and respect.
Our school reflects and enhances our community¿s commitment to the development of lifelong learning skills for young people in our community.
Our Yuille Campus also provides flexible learning options for Ballarat youth.
The `Young Parents Program' is a program that offers young parents the opportunity to continue their education alongside their children. Students at this campus are enrolled as senior secondary students and have the support of teaching staff and community support services.
YPCC 'Yuille Campus' is the second Yuille Park Community College off site campus and provides flexible learning options for young people to re-engage and remain actively involved in their learning and to reach their potential.
The Yuille Park Children's Centre operates three and four year old kindergarten sessions in a purpose built facility on our main campus and is managed by the College.
